| |  | | Cognitive learning for distance education: a concept maps perspective read moreAbstract: Cognitive informatics is perceived as a new frontier that explores the internal information processing mechanisms of the brain. In this context, concept maps constitute one of the cognitive tools mostly used in learning management due to the possibility that they offer to contextualize learning and share knowledge. In this paper, effectiveness of concept mapping is evaluated on an educational framework. Work is focused on studying individually produced concept maps versus those produced by group in order to measure fundamental cognitive metrics like degree of subsumption, progressive differentiation and integration of knowledge respectively. Experimental results exhibit interesting insights to test how more portable and powerful knowledge is stated. As a result, this work outlines initial model of a novelty learning author tool based on a semantic knowledge manager in which the attributes proposed by computer to the student constitute hierarchical relations among conceptual units. | 2005 |
| | | Vosgerau, Gottfried | The spatial nature of mental models read moreAbstract: The idea that mental representations are “small-scaled models of external
reality” can be traced back to Craik (1943). This means, that a mental
representation shares its structure with what it represents. Therefore, it is
possible to model reality in thoughts and to learn about it without affecting
it. It enables us to reason, to know what will or would be the case if this
and that were to happen. Johnson-Laird (1983) developed a theory of mental
models that can explain a wide variety of phenomena in reasoning. The power
of mental models is grounded in the way the world is represented. It is not
the logical structure (such as in propositions) or some artificial constructions
(such as circles standing for sets) that are represented, but rather single
objects taking part in a situation and the relations among them. Of course,
this very basic idea must be extended, for sets must be representable as
such, for example. However, the advantage of this account is that the world is
represented in a simple and natural way. Johnson-Laird shows that reasoning
with mental models leads to logically valid conclusions when no limit of
capacity is assumed. | 2003 |
| | | Scaife, M. | External cognition: how do graphical representations work? read moreAbstract: Advances in graphical technology have now made it possible for us to interact with information in innovative ways, most notably by exploring multimedia environments and by manipulating three-dimensional virtual worlds. Many benefits have been claimed for this new kind of interactivity, a general assumption being that learning and cognitive processing are facilitated. We point out, however, that little is known about the cognitive value of any graphical representations, be they good old-fashioned (e.g. diagrams) or more advanced (e.g. animations, multimedia, virtual reality). In our paper, we critique the disparate literature on graphical representations, focusing on four representative studies. Our analysis reveals a fragmented and poorly understood account of how graphical representations work, exposing a number of assumptions and fallacies. As an alternative we propose a new agenda for graphical representation research. This builds on the nascent theoretical approach within cognitive science that analyses the role played by external representations in relation to internal mental ones. We outline some of the central properties of this relationship that are necessary for the processing of graphical representations. Finally, we consider how this analysis can inform the selection and design of both traditional and advanced forms of graphical technology. | 1996 |
| | | Rumelhart, D. E. | Schemata: The Building Blocks of Cognition read moreAbstract: Sorry no abstract available for this article | 1980 |
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